Cognitive principles of multimedia learning

The role of modality and contiguity.

Dados Bibliográficos

ID23320190
AutoresRoxana Moreno (California Department of Education), Richard E Mayer (0000-0003-4055-6938, University of California, Santa Barbara)
Ano1999
Volume91
Fascículo2
Páginas358-368
Data de publicação1999-06-01
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Educational Psychology (JOURNAL)
Identificadores do periódicoISSN: 0022-0663 • E-ISSN: 1939-2176
EditoraAmerican Psychological Association (APA) (PUBLISHER)
DOI10.1037/0022-0663.91.2.358
OpenAlexW2100254477
IdiomaEN
Citações recebidas131
Referências citadas10

Students viewed a computer animation depicting the process of lightning. In Experiment 1, they concurrently viewed on-screen text presented near the animation or far from the animation, or concurrently listened to a narration. In Experiment 2, they concurrently viewed on-screen text or listened to a narration, viewed on-screen text following or preceding the animation, or listened to a narration following or preceding the animation. Learning was measured by retention, transfer, and matching tests. Experiment 1 revealed a spatial-contiguity effect in which students learned better when visual and verbal materials were physically close. Both experiments revealed a modality effect in which students learned better when verbal input was presented auditorily as speech rather than visually as text. The results support 2 cognitive principles of multimedia learning. Technological advances have made possible the combina-tion and coordination of verbal presentation modes (such as narration and on-screen text) with nonverbal presentation modes (such as graphics, video, animations, and environmen-tal sounds) in just one device (the computer). These ad-vances include multimedia environments, where students can be introduced to causal models of complex systems by the use of computer-generated animations (Park & Hopkins, 1993). However, despite its power to facilitate learning, multimedia has been develo~ed on the basis of its technologi-.d cal capacity, and rarely is it used according to research-based principles (Kozma, 1991; Mayer, in press; Moore, Burton, & Myers, 1996). Instructional design of multimedia is still mostly based on the intuitive beliefs of designers rather than on empirical evidence (Park & Hannafin, 1994). The purpose of the present study is to contribute to multi-media learning theory by clarifying and testing two cogni-tive principles: the contiguity principle and the modality principle.

Cognition · Cognitive psychology · Contiguity · Human–computer interaction · Modality (human–computer interaction) · Modality effect · Multimedia · Short-term memory · Working memory · Computer Science · Innovative Teaching and Learning Methods · Neuroscience · Psychology · Science Education and Pedagogy · Visual and Cognitive Learning Processes